A. Standard of Competence
KI-1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
(Appreciating and practicing the devotion of their religion)
KI-2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama,
toleran, damai), santun, responsif, dan pro aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
(Appreciating and practicing good behaviors (honesty, dicipline, responsibility, care,
(gotong royong, team work and cooperative, tolerance, and peaceful), corteous, responsive,
and pro-active, and shows attitude as a part of the solution to various problems in connecting
effectively with social environment and able to put in social interaction effectively and
naturally within the students’ communicative environment as a nation representative in
global world
KI-3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural,
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni budaya,
berdasarkan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian spesifik sesuai bakat dan minatnya untuk memecahkan
masalah
(Understanding, applying, analyzing factual, conceptual, prosedural, based on their curiosity
about science, technology, art and culture, humanities with humanitarian insight, nationality,
and civilization-related causes of phenomenon and events, and applying procedural
knowledge on specific study according to talents and interests to solve problems)
KI-4 : Mengolah, menalar dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya disekolah secara mandiri dan mampu menggunakan
metoda sesuai kaidah keilmuan
(Processing, reasoning and serving in the realm of concrete and abstract with development of
it learns in school independently and able to use method according to scientific methods.)
B. Basic Competence and Indicators
Basic Competence Indicator
Students are able to: Students are able to:
1.1 Recognizing the ordeliness of the 1.1.1 Grateful for the existence of
structure of material particles as a oxidation-reduction reactions that
manifestation of the greatness of God show the balance of components in
abd the knowledge of the particle nature as one of the greatness of God
structure of matter as the result of Almighty
creative human thought that the truth is 1.1.2 Recognize the usefulness of
tentative compounds undergoing of oxidation-
reduction reactions in everyday life
for the benefit of fellow human
beings
2.2 Shows scientific behavior (curiosity, 2.1.1 discusses the relationship between
discipline, honest, objective, open, able to oxodation-reduction reactions and
distinguish fact and opinions, resilient, daily life to show a critical attitude
meticulous, responsible, critical, creative,
innovative, democratic, communiative) in 2.1.2 completing tasj about redox reactions
designing and conducting experiments with responsibility
and discussion embodied in everyday
attitude
3.9 Analyze the development of the concept 3.9.1 differentiates the concept of
of oxidation-reduction and determine the oxidation-reduction in terms of the
oxidation number of atoms in molecules incorporation and release of oxygen,
or ions electron discharges and reception, as
well as the increase and decrease of
oxidation number
The original concept of “oxidation” applied to reactions where there was a “union with
oxygen”. The oxygen was either furnished by elemental oxygen or by compounds containing
oxygen. Likewise then, “reduction” applied to reactions where there was a “removal of oxygen”.
(King, 74) These definitions though were given prior to the structure of atoms being fully
understood.
The updated definition gives “oxidation as the loss of electrons”. The loss of electrons
occurs due to oxidizing agents. So, oxidizing agents are reactants that gain electrons. Likewise,
“reduction is the gain of electrons”. Reducing agents are responsible for reduction and they lose
electrons. There is a mnemonic used to help remember the direction in which the electrons flow.
The mnemonic is “LEO the lion says GER”.
L oss of G ain of
E lectrons is E lectrons is
O xidation R eduction
Another common mnemonic is OIL RIG for “Oxidation Is Loss” of electrons and
“Reduction Is Gain” of electrons.
Also keep in mind, the reducing agents are always oxidized; and, the oxidizing agents are
always reduced. One process cannot occur without the other. If something is oxidized, then
something else must be reduced at the same time.
(Remember: Reducing agents are oxidized. Oxidizing agents are reduced.)
Oxidation Numbers
Fe H2 Na P4 S8
0 0 0 0 0
3.) The oxidation number of a monatomic ion is its ionic charge.
In these cases the apparent charge of the atom is the real charge of the ion.
a. For Group I elements (the alkali metals), the oxidation number is +1 in all
compounds.
Li+ Na+ K+ Rb+ Cs+
+1 +1 +1 +1 +1
b. Likewise, for Group II elements (the alkaline earth metals), the oxidation
number is always +2.
(Note: Fractional oxidation numbers are not common; however, they are
allowed in order to maintain a consistent set of rules.)
c. Another exception which is less common is when oxygen is bound to
fluorine, the only atom which is more electronegative than oxygen. In an
oxygen-fluorine bond, the shared electrons are counted with the more
electronegative fluorine. For example, oxygen difluoride (OF2) yields an
oxidation number of -1 for each of the fluorines and +2 for oxygen.
O F2
+2 -1
6.) For complex ions or polyatomic ions (charged particles with more
than one kind of atom), the oxidation numbers of all of the atoms must
add up to the charge on the ion.
The charge of the polyatomic ion is a property of the entire ion, while the
oxidation numbers are assigned to each individual atom. For example, the sulfate ion,
SO4 2-, has an overall charge of
-2, so the oxidation numbers must add up to -2.
Balancing Half-Reactions
The change in the oxidation number of an atom shows the number of electrons it
has gained or lost. We can use this number of electrons to balance half-reactions. When
the half- reaction is balanced the sum of the ionic charges on the left side of the equal
sign is equal to that on the right side.
It is not necessary to determine the oxidation numbers prior to figuring out the
number of electrons involved in a half-reaction. One may simply balance the half
reaction equations by adding the appropriate number of electrons. The complete reaction
equation then is obtained by adding the two half-reactions together. To do this though,
we need to first verify that the same number of electrons are involved in both the
oxidation and the reduction portions. (Pierce 137)
The rules for balancing redox reactions are relatively simple and need to be
followed in order. Any steps that are not relevant may be skipped, but the order of the
steps should be maintained.
1.) Identify the reactants on the left side of the equation (arrow) and the
products on the right of an unbalanced equation.
2.) Assign each atom in each molecule the appropriate oxidation number. Identify
the elements which show the change of valence and indicate the valence of
each atom above its symbol.
3.) Break the equation into halves to create two equations.
a. The reactants in each half equation need to go to their exact products.
b. At this point, do NOT worry about how many of each atom
type there is in the products at this stage
Then for each half-cell:
4.) Balance the numbers of atoms on both sides. Determine the gain and
loss and what coefficients are required to make the gain and loss
equal
5.) Balance any oxygen atoms by adding water molecules to the
OPPOSITE side of the equation (arrow).
6.) Balance the number of water molecules, by adding H+ ion (acidic solution) or
OH- (basic solution) to the left or right side of each half-cell as required.
7.) Add electrons (each one represents a -1 charge) to the
appropriate side of the equation to make the charges on
each side equal.
8.) Take both half equations and multiply one or both by the appropriate
number such that they both have the same number of free electrons
in each half-cell.
9.) Add both half reactions together again.
For the full equation:
10.) Cancel out any parts that are identical on both sides of the equation. The
electrons will always be eliminated because we guaranteed that they were
equal prior to adding the half-cells together. Also, the H+ and water
molecules are generally either partially or completely eliminated.
Sample Problem:
Step 1: Assign the oxidation numbers to all atoms on both sides of the equation to
determine which are oxidized and which are reduced.
Zn + VO 2+ → Zn 2+ + V 3+
0 +4 -2 +2 +3
Step 2: Write 2 unbalanced half-cell equations, one for the species that is oxidized and
its product; and, one for the species that is reduced and its product.
oxidation: Zn → Zn 2+
reduction: VO 2+ → V 3+
Step 3: Insert coefficients to make the numbers of atoms of all elements (except oxygen and
hydrogen) equal on the two sides of the equation.
This is not necessary here because zinc and vanadium are already balanced in
the 2 half- cell reactions. No other atoms appear, except for oxygen. So step 3 is
complete.
Step 4: Balance oxygen by adding H2O to the left or right side of each half-cell reaction.
This step is not necessary for the oxidation portion: Zn → Zn 2+
reduction: VO 2+ → V 3+ + H2O
Step 5: Balance the hydrogen by adding H+ ion (acidic solution) or OH- (basic solution)
to the left or right side of each half-cell as required.
reduction: VO 2+ + 2 H+→ V 3+ + H2O
Step 6: Balance the charge by inserting electrons, e-, as a reactant in the reduction half-
cell and as a product in the oxidation half-cell.
oxidation: Zn → Zn 2+ + 2 e-
Step 7: Multiply the 2 half-cell equations by numbers chosen to make the number of
electrons given off by the oxidation equal the number of electrons take up by the
reduction.
oxidation (x 1): Zn → Zn 2+ + 2 e-
Step 8: Add the 2 half-cell equations to cancel electrons. If H+ ion, OH- ion, or H2O
appear on both sides of the final equation, cancel out the number that are duplicated.
Zn → Zn 2+ + 2 e-
2 VO 2+ + 4 H+ + 2 e-→ 2 V 3+ + 2 H2O -
Zn + 2 VO 2+ + 4 H+ → Zn 2+ + 2 V 3+ + 2 H2O (FinalAnswer.)
Step 9: If you are asked to solve the equation in a basic solution, complete steps 1-8
and then add H2O to the “final answer” to cancel out the protons.
Zn + 2 VO 2+ + 4 H+ → Zn 2+ + 2 V 3+ + 2 H2O (From Step 8.)
2H2O → 4 H+ + 4 OH- -
D. Learning Method
1. Model of Learning : Problem Based Learning
2. Learning Approach : Blended Learning
3. Learning Methods : Discussion, Worksheet, Question-Answer
Learning Sources :
- Hand out oxidation reduction reaction
- OpenStax.College E-book
F. Learning Activity
First Meeting
Teaching and Learning Steps
1. Opening ( 5 minutes)
3. Closing ( 3 minutes)
1. Propose the next topic and That’s all the time we have for today. In the last
giving task. lesson we have examination about this chapter.
Oxidation and reduction reaction and how to write
the equation and balance it. hopefully, what we
have learned today, will be useful for our future.
So have a nice weekend and
Name:
Number: Date:
b.) Reduction –
a. I2 b. KMnO4
c. CaH2 d. SnCl4
e. BaO2 f. CO2
3. Identify the oxidizing agent and the reducing agent in each of the following
reactions.
Write the answers in the corresponding blanks to the left of the reactions.
(Note: For one of these, the same species is both the oxidizing and the reducing agent.)
Oxidizing Reducing
a.) Zn + Cu 2+ → Zn 2+ + Cu
4. Multiple Choice – Write the correct answer in the blank to the left of the questions.
a.) Which metal is in the lowest oxidation state (i.e., has the lowest oxidation
number)?
b.) In which species does sulfur have the same oxidation number as the chlorine in
ClO2 -?
2-
A. H2S C. SO
3
B. S8 D. none of the above
c.) The oxidation number of sulfur in SO32- is the same as the oxidation
number of carbon in?
d.) The oxidation state of iodine in the equation below changes from to .
2IO3-(aq) + 5HSO3-(aq) I2 (s) + 5SO42-(aq) + H2O (l) + H
A. +7 to -1 B. +5 to +1 C. +5 to 0 D. +3 to 0
Skill Assessment Sheets
Name of School :
Subject :
Group :
Members of the group :
No Aspect of the assessment Score note
1. Skill of expressing opinions
Student 1
Student 2
Student 3
2 Skill of discussion
Student 1
Student 2
Student 3
3 Skill of writing down reactions
Student 1
Student 2
Student 3
4 Skill inferring
Student 1
Student 2
Student 3
Total Student 1
score Student 2
Student 3
Value information :
Good :4
Satisfactory :3
Less than satisfactory :2
Deficient :1
Maximum total score : 16
Minimum total score :4
GROUP TASK
Oxidation-reduction reaction